International Journal of Nursing Education Scholarship最新文献

Introduction: During the COVID-19 pandemic, the sudden transition to virtual learning led to several challenges for nursing students. This study aimed to synthesis nursing students' experiences of teaching and learning during the COVID-19 pandemic.

Content: A meta-synthesis of qualitative articles were conducted. Three online databases were searched from December 2019 to December 2022. Qualitative studies and qualitative sections of mixed method studies were included.

Summary: Twenty-four qualitative studies and seven mixed-method studies were included in the review. The findings consisted of one main theme "educational transformation", and three categories "challenging face-to-face clinical training", "transition from face-to-face to virtual education", and "support continua". The evidence indicated that during this health-related crisis, most of the training was provided as distance learning in various forms. According to the findings, distance education alone cannot replace face-to-face education and is suggested to be considered as a supplementary learning method.

Outlook: This study provides a comprehensive understanding of nursing students' experiences during the COVID-19 pandemic, offering practical implications for educators and institutions globally. The lessons learned can inform strategic decisions, policies, and practices to enhance the resilience and adaptability of nursing education in the face of unforeseen challenges.

Objectives: This research aims to explore the perceptions of nursing students and directors of bachelor of nursing degree courses regarding reasons for attrition amongst nursing students.

Methods: A qualitative descriptive study was conducted using inductive thematic analysis. The study included a purposeful sample of 12 students and 4 directors of bachelor of nursing degree courses.

Results: As reasons for attrition, the directors highlighted a lack of preparation for nursing studies and students' limited awareness of possibilities for support and learning. The students emphasized insufficient support from academic staff and poor course organization. Economic and family issues and a misunderstanding of the professional role of a nurse were cited as reasons by both directors and students.

Conclusions: The findings provide important insight into attrition in the nursing programme. Further research is warranted, particularly in other contexts. Addressing student attrition requires a comprehensive approach that includes the provision of adequate support systems, mentorship, and resources for students.

Objectives: To examine how delivery time impacted on undergraduate nursing students' preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models.

Methods: This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe.

Results: From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements 'the unit of study prepared them for knowledge and skills for EBP' and 'EBP should be discussed and shared in practice'.

Conclusions: The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students' perceptions of EBP and its application to clinical practice.

Objectives: To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.

Methods: A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.

Results: Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.

Conclusions: Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.

Implications for international audience: Findings underscore the need to enhance caring values within nursing curricula.

Objectives: Clinical judgment has been identified as a key component of clinical practice. We sought to measure the elements of clinical judgment in new nurse graduates to identify future educational interventions.

Methods: Lasater's clinical judgment rubric was adapted and distributed to nurse preceptors at two significant health care systems in central Illinois.

Results: One hundred and six surveys were returned and one hundred and five of those were included in the study. New nurse graduates were found to be the lowest ranking in ability to identify significant data and calm, confident responses.

Conclusions: The findings can guide nurse educators to create innovative, targeted educational interventions to improve students' ability to identify important pieces of data and respond to challenging situations in a self-assured manner.

Implications for international audience: Identifying and addressing the gaps to improve students' clinical judgment may facilitate NCLEX success and entry to practice.

Background: Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment.

Purpose: Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students' mastery of core competencies while offering versatility in an online environment.

Methods: Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling.

Results: 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals.

Conclusions: The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment.

The Critical Incident Video (CIV) Project is a mixed method longitudinal study that uses CIVs to prepare nursing faculty members to address common teaching challenges. CIVs are short videos that present unresolved teaching challenges. Given the lack of specific instruments for evaluating the usefulness of CIVs, the aim of this phase of the project was to develop and test two instruments measuring the pedagogical effects of CIVs. The CIV Preparation and Confidence Scale (CIVPCS©) and the CIV Simulation Experience Scale (CIVSES©) were assessed for validity and reliability. Using a Delphi method, a convenience sample of 23 nurse educators provided feedback enhancing the validity and clarity of the CIVPCS©. Reliability of the CIVPCS© was determined using Cronbach's alpha and test-retest method. No changes were recommended for the CIVSES©. Findings from the assessment of these newly developed CIV instruments are reported and implications for faculty development are discussed.

Objectives: To develop and validate an instrument to assess nursing students' perceived knowledge on the International Classification for Nursing Practice.

Methods: The study design is an initial development of a scale by a longitudinal, prospective, monocentric study. An instrument, including a final pool of 6 items, was developed and through a Content Validity approved by experts. Cronbach's alpha coefficient, Exploratory Factor Analysis and Confirmatory Factor Analysis were calculated in a sample of nursing students.

Results: The instrument demonstrated a CVI of 1.0. Cronbach's alpha coefficient was 0.879. Exploratory Factor Analysis indicated one component, with a saturation of items in the range between 0.594 and 0.856. Confirmatory Factor Analysis confirmed the structure.

Conclusions: Although further studies are needed, the preliminary analyses of the instrument suggest satisfaction in terms of content validity, factorial structure, and reliability. This instrument may rise interest in international nursing educational context.

Objectives: This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation.

Methods: This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS).

Results: Study results revealed that participants' metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001).

Conclusions: This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.

Intuitively, nurse educators know that graduate students in both master's and doctoral programs question their ability to succeed. The impostor phenomenon (IP) is an internalized sense of inadequacy and fear of being seen as a fraud in the presence of external indicators of authentic achievement, and experienced by high achieving, successful individuals. Fifty-three percent (49/93) of graduate students completed the CIPS survey, and 11 master's (regular streams & nurse practitioner) and two doctoral students participated in focus group interviews. The quantitative results showed that 88 % of participants experienced moderate to intense impostor phenomenon. Two themes emerged in the qualitative analysis: (i) experiencing the imposter phenomenon and (ii) managing feeling like an impostor. Descriptions of IP were similar across the three groups of participants. This research provides a foundational understanding of how IP is experienced by graduate nursing students.